Measurement of the Self-Perception of critical thinking in Postgraduate Resident Doctors of Different Specialties

Medición de la autopercepción del pensamiento crítico en médicos residentes de posgrado de diferentes Especialidades
Gabriel Mauricio Morales Cadenaa,†,*, Luis Alberto Solís Ruíza,‡, Ricardo Estrada Garcíaa,§, Maria Luisa Mújicac,þ, Mariana Gabriela Fonseca Cháveza,þ.

a Facultad Mexicana de Medicina, Universidad la Salle México, Cd. Mx., México.

Recibido: 18-enero-2020. Aceptado: 11-abril-2020

* Autor para correspondencia: Gabriel Mauricio Morales Cadena. Calderón de la Barca número 359, primer piso, Polanco, Alcaldía Miguel Hidalgo, C.P. 11560, Cd. Mx., México. Teléfono: (52) 555531-3230. .


La revisión por pares es responsabilidad de la Universidad Nacional Autónoma de México.2007-5057/© 2020 Universidad Nacional Autónoma de México, Facultad de Medicina. Este es un artículo Open Access bajo la licencia CC BY-NC-ND (

Palabras Clave

Pensamiento; medicina; especialidades médicas.


Thinking; medicine; medical specialties.


Introduction: Critical thinking is defined as the formation of a trial with a specific purpose whose result can be explained according to the evidence. A graduate student of Medicine must explore the components of critical thinking to raise, evaluate and communicate complex problems.

Objective: To determine if there is any difference in the self-perception of the critical thinking that prevails in medical residents of different medical specialties of different academic degrees.

Method: This is a cross-sectional, observational and analytical study conducted in July 2019. We used the critical thinking section of the Individual Generic Competencies Questionnaire (CCGI). The statistics were made with the chi-square test to compare the qualitative variables. The reliability of the questionnaire was validated by the Cronbach alpha test.

Results: 63 questionnaires were made. The Cronbach’s alpha coefficient was 0.860. The CCGI component “judgment of a specific situation with objective and subjective data” achived more favorable responses. However, no statistically significant difference was found when comparing the study group between sex, medical specialty or academic degree.

Conclusions: The period that takes a postgraduate medicine program is not enough to make a difference in critical thinking.

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